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Gorman, Kathleen S.; Pollitt, Ernesto – International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, 1997
Examines the relationship between level of schooling and literacy attainment in four rural communities in Guatemala. The authors first identify the grade at which most children become literate and then estimate the net contribution of schooling to literacy. They found that most children became literate with between three and four years of…
Descriptors: Basic Skills, Functional Literacy, Literacy, Literacy Education
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Gorman, Kathleen S.; Pollitt, Ernesto – International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de Pedagogie, 1992
Assesses the provision of universal primary education in seven rural villages in Guatemala. Indicates that although increasing numbers of children are enrolling in school, repetition and dropout rates remain high and that girls are at a greater disadvantage than boys. Suggests that families, communities, and schools provide input into policy…
Descriptors: Developing Nations, Educational Assessment, Equal Education, Financial Problems
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Jacoby, Enrique; Pollitt, Ernesto; Cueto, Santiago – International Review of Education/Internationale Zeitschrift fuer Erziehungswissenschaft/Revue Internationale de l'Education, 1999
Tests the proposition that family and personal factors, in combination with school characteristics, contribute to the academic progress of Quechua school children. Finds that family background and nutritional history are not as important in shaping educational progress as initially envisioned, but that duration of schooling is an important factor…
Descriptors: Academic Achievement, Child Development, Child Health, Cognitive Development